Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students' behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students' cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students' learning process. Gamification is a vital tool in facilitating students' learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.
Measuring and understanding academics' attitudes towards adapting the use of tablets into teaching seem necessary because there is a need for control of attitudes before making decisions on tablet use in teaching. The purpose of this study was to develop a standard attitude scale towards tablet use in teaching. Research Methods: Five judges contributed in developing items for tablet use in higher education after a review of the related literature. 152 volunteer faculty members of higher education around the world participated in the study.
Article HistoryCulture is not a new concept within the social sciences. In fact, culture has been widely discussed for years to investigate how it has evolved and how it still affects human communication. The aim of this article is to introduce the concept of culture and illustrate its relevance in key theoretical discussions and debates in the social sciences. Also, it aims based on secondary research evidence to highlight how differing cultural factors affect learning and assessing in higher education. The paper concludes that it is essential for assessors to consider the unique cultural characteristics when assessing their students' performance. Contribution/Originality:This study contributes in the existing literature on the role of culture in education by focusing on assessment. It is one of very few studies which suggests that assessing students' performance should not take place independent of cultural particularities and sets the ground for designing alternative, culturally responsive assessment tools.
Starting with the assumption that the inclusion of gamified concepts in the curricula of higher education institutions can bring some novelty to the course materials and encourage active participation, the objective of this article is to examine the extent to which gamification can improve the writing skillset of university students and their motivation, engagement, and performance levels. The article examines gamification through an in-depth and evidence-based discussion that looks into available evidence indicating an abundance of advantages of gamifying higher education courses while at the same time considering the challenges of integrating and implementing gamification into classroom/learning environments. Reference is made to specific games and how they have been used by writing programs in a number of higher education institutions. The discussion includes workable suggestions on how gamification could help University Writing Centers attract students as well as provide better services, especially with regards to students with learning challenges. The article concludes that the best approach to making gamified writing more appealing to students is to follow a framework where the mechanics, dynamics, and emotion elements of the game are tailored to the objectives of the writing course as well as the unique needs and preferences of the learners.
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